Everyone’s already patching the holes. EduPatch makes it easier.

Money affects many of the decisions people make every day. Understanding how to earn, save, spend, borrow, and protect money helps students become more confident and responsible consumers. In this practical financial literacy course, students will learn how to create a budget, open and use a bank account, understand debit and credit cards, build a credit score, compare loans, read a paycheck, recognize financial scams, and make informed financial decisions. Students will complete realistic activities such as creating a monthly budget, comparing bank accounts, reviewing sample credit reports, calculating loan payments, and planning for future financial goals. The course is designed for students in 6th grade and older. Examples and calculations can be adjusted for middle school or high school students. Learning Objectives By the end of the program, students will be able to: • Distinguish between income, expenses, savings, and debt. • Create and manage a personal budget. • Explain the difference between needs and wants. • Understand how checking and savings accounts work. • Use debit cards, checks, transfers, and payment applications responsibly. • Explain how interest affects savings and debt. • Understand credit reports and credit scores. • Compare credit cards and different types of loans. • Read a basic paycheck and understand common deductions. • Recognize scams, identity theft, and unsafe financial offers. • Set realistic short-term and long-term financial goals. Course Project Students will create a personal financial plan that includes: • Monthly income • Fixed and variable expenses • Savings goals • Emergency fund • Banking plan • Credit-building plan • Major purchase or education goal • Strategies for avoiding unnecessary debt

The curriculum is ready — it just needs someone to teach it. Create a teacher account & teach this class →

Teacher based in West Orange, NJ

Mini Money Masters is a structured financial education program that teaches children how money works in real life. The curriculum builds sequentially from earning and spending to saving, investing, entrepreneurship, and long-term planning. Each lesson reinforces practical decision making, confidence, and independence using real world examples appropriate for ages 8 to 13. The program is designed as three progressive four-lesson modules. Each module can stand alone or be taken as part of the full 12-lesson experience.

Approved and waiting on a venue. Have space? Host it →

Taxes do not have to be confusing. In this practical, hands-on course, students learn how the U.S. federal income tax system works and how to prepare a basic individual federal tax return. Starting with a paycheck and a W-2, students will learn how income is reported, why taxes are withheld, who is required to file, and how to complete Form 1040 step by step. The course also introduces common tax documents, filing status, dependents, deductions, credits, refunds, taxes owed, and the differences between employees, independent contractors, and self-employed workers. Using realistic sample scenarios and tax forms, students will practice preparing federal income tax returns and learn how to recognize common mistakes, protect sensitive information, and understand what happens after a return is filed. Upon completion of this course, students will be able to read common tax documents, understand the basic structure of the U.S. federal income tax system, complete a basic Form 1040 using sample information, determine whether a taxpayer is due a refund or owes additional tax, and navigate the federal tax-filing process with greater confidence. Important note: This course is for educational purposes and teaches general federal tax concepts using fictional examples. It does not provide individualized tax, legal, or financial advice. Tax laws and filing requirements may change from year to year. Course Length: 10 classes, 1 hour each Recommended for: High school students and young adults Format: Interactive instruction, real-world examples, sample tax forms, and hands-on filing practice

The curriculum is ready — it just needs someone to teach it. Create a teacher account & teach this class →

Have you ever had an idea for a product, service, or project and wondered how to turn it into a real business? In this hands-on course, students will learn how businesses are created and operated. They will explore how entrepreneurs identify problems, develop solutions, research customers, set prices, create a brand, market their products, and manage basic business finances. Throughout the program, each student or student team will develop an original business idea and create a simple business plan. The course concludes with a presentation in which students pitch their business to the class. No previous business experience is required. The course is designed for students in 6th grade and older, with assignments and financial concepts adjusted to the students’ ages. Learning Objectives By the end of the program, students will be able to: Explain what an entrepreneur does. Identify a problem that could become a business opportunity. Describe a target customer. Conduct basic market and competitor research. Create a product or service concept. Calculate basic costs, revenue, and profit. Develop a business name, brand, and marketing message. Understand basic business structures, permits, taxes, and responsibilities. Create a simple business plan. Present a persuasive business pitch. Course Project Each student or team will create a business concept and complete the following: Business name and logo Description of the product or service Customer profile Competitor analysis Pricing and cost estimate Marketing plan Simple financial projection Business pitch

The curriculum is ready — it just needs someone to teach it. Create a teacher account & teach this class →

Course description How does Connecticut state government affect our schools, roads, businesses, environment, healthcare, taxes, and everyday lives? In this interactive course, students will learn how Connecticut’s state government is organized, what decisions it makes, how state officials are elected, how laws are created, and how state taxes are collected and spent. Students will explore the executive, legislative, and judicial branches; identify the responsibilities of the governor, state legislators, state agencies, and courts; and distinguish between local, state, and federal authority. They will follow a bill through the Connecticut General Assembly, participate in a mock public hearing, examine a simplified state budget, and decide how limited public funds should be allocated. By the end of the course, students will know how to find their elected representatives, follow proposed legislation, understand where Connecticut receives its money, examine how the state spends it, and communicate effectively with state officials. Connecticut has three branches of government. Voters elect six statewide officers—the governor, lieutenant governor, secretary of the state, treasurer, comptroller, and attorney general—to four-year terms. The General Assembly consists of 36 state senators and 151 state representatives. Most state judges are nominated by the governor and appointed by the General Assembly. Learning objectives By the end of the program, students will be able to: Explain the difference between local, state, and federal government. Describe the responsibilities of Connecticut’s three branches. Identify Connecticut’s major elected officials and explain how they are selected. Explain how a proposal becomes a Connecticut law. Identify major policy areas controlled or influenced by state government. Explain how Connecticut collects taxes and other revenue. Describe how the state budget is proposed, debated, approved, and monitored. Find their state senator and state representative. Read basic information about a bill or state budget. Write and present testimony about a Connecticut issue.

The curriculum is ready — it just needs someone to teach it. Create a teacher account & teach this class →

Course description Who decides whether a road is repaired, a new building is approved, a school program is funded, or a town ordinance is adopted? How are property taxes calculated, and where does that money go? How can a resident raise a concern, speak at a public meeting, request government records, or help change a local policy? In this interactive course, students will investigate how the Town of New Canaan operates. They will learn about the First Selectman and Board of Selectmen, Town Council, Board of Finance, Board of Education, Town Clerk, Registrars of Voters, municipal departments, and appointed boards and commissions. Students will distinguish between elected officials, appointed volunteers, and professional town employees. Students will follow a local proposal from an idea to a government decision, examine a simplified New Canaan budget, calculate property taxes using assessments and a mill rate, participate in a mock Town Council hearing, and develop a civic action plan for an issue they care about. By the end of the course, students will understand not only who makes local decisions, but also how New Canaan residents can participate responsibly and effectively. Learning objectives By the end of the program, students will be able to: Explain what municipal government is and how it differs from state and federal government. Describe New Canaan’s local government structure. Distinguish among executive, legislative, financial, educational, regulatory, and administrative responsibilities. Explain how elected and appointed officials obtain their positions. Identify which town body or department handles a particular local issue. Describe how a local ordinance is proposed, reviewed, and adopted. Explain how New Canaan develops and approves its annual budget. Calculate a simplified property-tax bill using assessed value and a mill rate. Locate agendas, minutes, meeting recordings, budgets, ordinances, and public records. Prepare respectful public comments or written testimony. Develop a realistic plan for addressing a community issue.

The curriculum is ready — it just needs someone to teach it. Create a teacher account & teach this class →

Course description How are decisions made in Albany, and how do those decisions affect New York City, Long Island, Westchester, the Hudson Valley, and communities throughout the state? In this course, students investigate New York’s executive branch, Legislature, courts, elections, taxes, budget, public authorities, and state agencies. They follow a bill through the Senate and Assembly, explore New York’s unusual court structure, examine how the state collects and spends money, and learn how residents can communicate with elected officials and participate in public decision-making. New York-specific foundation New York’s Legislature has 63 senators and 150 Assembly members, all elected for two-year terms. Statewide voters elect the governor, lieutenant governor, attorney general, and comptroller. New York has a mixed judicial-selection system. The Court of Appeals—the state’s highest court—has seven judges appointed by the governor with Senate consent for 14-year terms. New York Supreme Court, despite its name, is primarily a trial court; its justices are elected from judicial districts. New York collects personal income, sales and use, corporation, and other specialized taxes. The governor prepares an Executive Budget, which the Legislature reviews and modifies

The curriculum is ready — it just needs someone to teach it. Create a teacher account & teach this class →

Course description Who makes decisions about Florida’s schools, roads, insurance markets, beaches, elections, environmental resources, public safety, and state budget? Students explore Florida’s three branches of government, its distinctive governor-and-Cabinet structure, annual legislative session, court system, elections, tax structure, state agencies, and budget. They learn how Florida’s reliance on sales and consumption-based taxes differs from states that impose individual income taxes. Florida-specific foundation Florida’s Cabinet consists of three independently elected statewide officials—the attorney general, chief financial officer, and commissioner of agriculture—who exercise certain responsibilities alongside the governor. The Florida Legislature has 40 senators and 120 representatives. Senators serve four-year terms, representatives serve two-year terms, and the regular annual legislative session is generally limited to 60 days. Florida’s court system includes the Supreme Court, six district courts of appeal, 20 circuit courts, and 67 county courts. Supreme Court justices and appellate judges are appointed and later face merit-retention votes; most circuit and county judges are selected in nonpartisan elections. Florida does not impose an individual state income tax. Its revenue structure includes sales and use tax, corporation income tax, fuel taxes, fees, federal funds, and other revenue. Florida’s fiscal year runs from July 1 through June 30.

The curriculum is ready — it just needs someone to teach it. Create a teacher account & teach this class →

Course description Texas has one of the country’s most distinctive state-government systems. Authority is divided among numerous independently elected officials, the Legislature meets in regular session only once every two years, and the judicial branch has two separate highest courts. Students investigate the Texas Constitution, plural executive, Legislature, courts, elections, taxes, natural-resource revenue, two-year budget, and the role of counties and cities. Texas-specific foundation Texas uses a plural executive, distributing power among the governor and several independently elected officials. The governor is elected for four years, while the lieutenant governor has a particularly important legislative role as presiding officer of the Senate. The secretary of state, by contrast, is appointed and serves as the state’s chief election officer. The Texas Legislature has 31 senators and 150 representatives. Senators serve four-year terms, representatives serve two-year terms, and regular sessions occur in odd-numbered years for no more than 140 days. Texas has two courts of last resort: the Supreme Court of Texas for civil matters and the Court of Criminal Appeals for criminal matters. Each has nine members, and statewide appellate judges are elected. Texas uses a two-year budget process. The Comptroller issues a Biennial Revenue Estimate that establishes the revenue available for legislative budgeting. Sales tax is the largest source of state tax revenue; franchise tax and oil and natural-gas production taxes are also significant.

The curriculum is ready — it just needs someone to teach it. Create a teacher account & teach this class →

Course description How do decisions made in Trenton affect New Jersey’s schools, transportation network, property taxes, environmental policy, public safety, healthcare, and municipalities? Students examine New Jersey’s strong executive branch, Legislature, unified court system, elections, taxes, annual budget, state agencies, and relationship with counties and municipalities. New Jersey-specific foundation New Jersey’s Legislature has 40 legislative districts. Each district elects one senator and two General Assembly members, producing a 40-member Senate and an 80-member Assembly. Assembly members serve two-year terms. Senators ordinarily serve four-year terms, with a two-year term at the beginning of each post-redistricting decade—the state’s “2-4-4” cycle. New Jersey has a comparatively concentrated executive structure. Voters elect the governor and lieutenant governor, while the governor appoints major department heads and many other officials subject to Senate confirmation. New Jersey has a unified statewide judiciary. Supreme Court, Superior Court, and Tax Court judges are nominated by the governor and considered by the state Senate, while municipal court judges generally receive local appointments. New Jersey administers individual gross-income, sales and use, corporation-business, and other taxes. Local property taxes are administered through local and county systems. The governor submits an annual budget, and a balanced Appropriations Act must be approved and signed before July 1.

The curriculum is ready — it just needs someone to teach it. Create a teacher account & teach this class →

Course description How do decisions in Springfield affect Chicago, suburban communities, rural counties, schools, transportation, public pensions, taxes, healthcare, and local government? Students examine Illinois’s six elected executive officers, General Assembly, elected judiciary, taxes, budget, state agencies, and extensive network of local governments and special districts. Illinois-specific foundation Illinois has six elected executive officers: governor, lieutenant governor, attorney general, secretary of state, comptroller, and treasurer. The Illinois General Assembly consists of a 59-member Senate and 118-member House of Representatives. Each Senate district contains two representative districts. Representatives serve two-year terms, while Senate terms follow staggered patterns involving four- and two-year terms after each redistricting cycle. The Illinois Supreme Court has seven justices elected from five judicial districts. Illinois appellate judges are elected and subsequently face retention elections rather than running against an opponent for each new term. Illinois collects individual and corporate income taxes, sales and use taxes, and other state revenue. Property taxes are primarily local rather than administered as a state tax. The Governor’s Office of Management and Budget prepares the governor’s annual budget for submission to the General Assembly.

The curriculum is ready — it just needs someone to teach it. Create a teacher account & teach this class →

Program Description Pause Before You Post is a practical social media and online safety program that teaches students how to recognize manipulation, protect personal information, verify identities, respond to unsafe situations, and ask for help without fear or embarrassment. Students will learn that: • A profile photograph does not prove who is behind an account. • A familiar account may have been hacked. • A photograph, video, or voice recording may have been copied, edited, or created with artificial intelligence. • Someone may use a friend’s photograph or account to ask seemingly harmless questions. • Small pieces of information can be combined to identify a child’s school, home, schedule, family members, activities, and location. • Unsafe people do not always behave like obvious strangers. • Children should pay attention to unsafe behavior, even when the person appears to be someone they know. • Making a mistake online is never a reason to hide. Students should immediately seek help from a trusted adult. Standard Class Format • 5 minutes: Safety question or warm-up • 10 minutes: Direct instruction • 15 minutes: Teacher-led demonstration • 20 minutes: Scenario lab or role-play • 5 minutes: Class discussion • 5 minutes: Exit ticket ________________________________________ The PAUSE Safety Method Students use the same five-step process throughout the program. P — Pause Do not immediately answer, click, send, pay, meet, or react. A — Ask What does this person want from me? Are they creating urgency, fear, secrecy, guilt, excitement, or pressure? U — Use Another Way to Verify Call the person, speak to them in person, contact a parent, or use a previously known phone number. Never use the contact information provided in the suspicious message. S — Share Nothing Private Do not share passwords, verification codes, addresses, schedules, locations, school information, private photographs, family information, or information about friends. E — Exit and Explain Leave the conversation, save appropriate evidence, block or report the account, and explain what happened to a trusted adult. ________________________________________ Program Learning Objectives By the end of the program, students will be able to: 1. Explain why a photograph, video, voice, or profile is not proof of identity. 2. Recognize fake, copied, impersonated, and hacked accounts. 3. Identify personal information hidden inside ordinary conversations and photographs. 4. Verify a person through a separate communication channel. 5. Recognize phishing, fake emergencies, prizes, pressure, secrecy, and emotional manipulation. 6. Respond safely when someone requests private information or images. 7. Protect their accounts with strong passwords, multifactor authentication, and privacy settings. 8. Obtain permission before posting another person’s image or information. 9. Respond appropriately to cyberbullying, impersonation, and harmful content. 10. Report an unsafe situation and seek help without blaming themselves.

The curriculum is ready — it just needs someone to teach it. Create a teacher account & teach this class →

AI tools can answer questions, explain ideas, brainstorm, organize information, and create content—but only when users know how to communicate clearly with them. This course introduces students to artificial intelligence while building the practical communication and critical-thinking skills needed to write effective AI prompts. Students learn how to turn a vague request into a precise instruction, add useful context, define the audience and response format, set constraints, give examples, and improve a prompt after seeing the first result. They also learn an essential part of AI literacy: AI can be wrong. Students practice checking claims, protecting private information, recognizing bias, and using AI responsibly as a tool that supports—not replaces—their own thinking. The course is highly interactive. Each class includes short demonstrations, prompt-writing challenges, comparison activities, group discussion, and hands-on revision. By the end of the program, students will be able to design and refine prompts for schoolwork, research, creative projects, planning, and problem solving. Learning Outcomes Explain in age-appropriate language what generative AI is and identify several appropriate uses. Write clear prompts that include a specific task, relevant context, audience, constraints, and desired output format. Use the CLEAR framework: Context, Limit, Explain the task, Audience, Response format. Improve an AI response by diagnosing what is missing and writing effective follow-up prompts. Distinguish between information that can be used as a starting point and information that must be independently verified. Protect personal and private information when using AI tools. Recognize basic risks involving hallucinations, bias, plagiarism, and over-reliance on AI. Use AI as a thinking partner while maintaining ownership of ideas, decisions, and final work.

The curriculum is ready — it just needs someone to teach it. Create a teacher account & teach this class →

Course Description Everyone has different strengths. One person may be a good speaker, while another is a careful listener. One student may be creative, while another is organized, patient, kind, athletic, or good at solving problems. In this interactive course, students learn how to recognize their own strengths, appreciate what other people do well, and become more confident participating in school, friendships, teams, and community activities. Students will practice speaking up, asking for help, joining a group, handling mistakes, resolving disagreements, setting boundaries, and encouraging others. They will learn that confidence does not mean being better than everyone else. Real confidence means knowing that you have value while also recognizing the value of others. Through games, discussions, role-playing, teamwork challenges, creative projects, and weekly confidence missions, students will discover how different people can combine their strengths to solve problems and make a positive difference. Learning Objectives By the end of the course, students will be able to: • Explain what healthy confidence means. • Identify their strengths, interests, and positive qualities. • Recognize and appreciate the strengths of other people. • Understand that they do not need to be good at everything. • Use encouraging words when talking to themselves. • Speak clearly and participate in group activities. • Listen to other people’s ideas. • Join a group and help others feel included. • Ask for help when they need it. • Express opinions, needs, and boundaries respectfully. • Handle mistakes, disappointment, and feedback. • Work with people who have different ideas and abilities. • Use their strengths to help a team, school, family, or community.

The curriculum is ready — it just needs someone to teach it. Create a teacher account & teach this class →

This program does not treat focus as something a student either has or does not have. It teaches students to strengthen the executive-function skills involved in planning, remembering instructions, controlling impulses, filtering distractions, and completing tasks. Harvard’s Center on the Developing Child identifies working memory, mental flexibility, and inhibitory control as the central components of executive function and explains that these skills can develop through practice. The curriculum combines several established methods: Single-tasking: Reducing task switching and “attention residue,” which occurs when part of a person’s attention remains on the previous task. Timed focus cycles: Age-appropriate versions of the Pomodoro Technique, using concentrated work periods followed by intentional breaks. Mindful attention resets: Short breathing and observation exercises. An eight-week randomized study with sixth graders found that school-based mindfulness training helped preserve sustained attention. Specific goal setting: Research on goal-setting theory generally supports clear, appropriately challenging goals over vague instructions such as “do your best.” WOOP and if–then planning: Students identify a Wish, Outcome, Obstacle, and Plan, then create a specific response to an anticipated obstacle. Meta-analyses have found that these planning techniques can improve goal attainment. Weekly planning and reflection: Time-management interventions that include personal schedules, planning, and reviewing whether plans were followed have shown positive results for students’ time-management behavior and academic performance. Habit formation: Repeating a small behavior in a consistent context helps it become more automatic over time. The time required varies substantially, so the program does not promote the misleading idea that every habit forms in exactly 21 or 30 days. Program Description Focus Lab is a practical program that teaches students how to concentrate, organize their responsibilities, manage time, overcome procrastination, and develop self-discipline. Students will learn that discipline is not punishment and does not mean relying on willpower all day. It means creating clear goals, productive routines, realistic schedules, and an environment that makes it easier to do what needs to be done. Each class includes a short lesson, an interactive focus challenge, a planning activity, and a skill to practice during the week. By the end of the program, every student will create a personalized Focus System that can be used for schoolwork, activities, household responsibilities, and personal goals. The FOCUS Method Students will use a simple five-part system throughout the program: F — Find the Target Choose one clear and specific task. O — Organize the Environment Prepare materials and remove avoidable distractions. C — Concentrate in Cycles Work on one task for a defined period, followed by a purposeful break. U — Use a Plan Schedule the work and create an if–then response for likely obstacles. S — Study the Results Review what worked, make adjustments, and try again

The curriculum is ready — it just needs someone to teach it. Create a teacher account & teach this class →

What would you do if your teammate suddenly became dizzy during soccer practice? What if your friend fell off a bike and started bleeding? Would you know what to do if someone was choking, had a severe allergic reaction, got hit in the head with a ball, or hurt an ankle during a game? Ready, Set, Rescue! gives children the practical first-aid and emergency-response skills they need at school, at home, on the playground, and on the sports field. Designed especially for active children in Grade 3 and up, this course teaches students how to recognize common injuries and medical emergencies, decide when an injury can be handled with basic first aid and when an adult or emergency services are needed, and safely help while waiting for assistance. Students learn about cuts and wounds, serious bleeding, burns, nosebleeds, dehydration, heat exhaustion and heat stroke, sprains, fractures, head injuries and concussions, choking, allergic reactions, asthma emergencies, and other situations children may encounter. A special emphasis is placed on sports safety and body awareness. Students learn that being a strong athlete doesn't mean "playing through" every injury. They practice recognizing warning signs in themselves and their teammates and learn when an athlete needs to stop, rest, cool down, hydrate, or be evaluated by an adult or medical professional. Just as importantly, students learn how to respond during an emergency: how to assess whether an area is safe, communicate clearly with adults and 911, locate an AED and first-aid kit, provide useful information, and remain calm enough to make good decisions. Every class includes hands-on practice, demonstrations, scenarios, or team challenges. By the end of the program, students will create their own Personal Emergency Action Plan and participate in a final First Aid Challenge combining skills from throughout the course. Course goal: Not to turn children into doctors—but to turn them into confident, observant, prepared young people who know when something is wrong and know what to do next.

The curriculum is ready — it just needs someone to teach it. Create a teacher account & teach this class →

Course description What does food do inside the body? Why do we need carbohydrates, protein, fats, vitamins, minerals, fiber, and water? How can we combine different foods to create balanced meals? In this course, students learn the foundations of nutrition and practice applying them in the kitchen. The first five classes introduce nutrient categories, food groups, balanced meals, hydration, food labels, meal planning, and kitchen safety. During the final five classes, students prepare simple recipes that can be completed within one hour. The course promotes variety, balance, and practical food skills rather than dieting or labeling foods as “good” or “bad.” Learning objectives By the end of the course, students will be able to: Identify the major nutrient categories. Explain why the body needs each nutrient. Sort foods into major food groups. Build a balanced meal or snack. Read basic information on a Nutrition Facts label. Recognize sources of added sugar, fiber, protein, and sodium. Follow basic kitchen and food-safety procedures. Measure, mix, cut, cook, and clean safely. Prepare five simple recipes. Modify a meal for allergies or dietary preferences.

The curriculum is ready — it just needs someone to teach it. Create a teacher account & teach this class →

This 10-class immersion program is designed for students with little or no prior knowledge of the target language. Each three-hour class is conducted primarily in the target language using pictures, gestures, repetition, music, games, movement, and hands-on activities. Students develop basic listening and speaking skills while learning about the language’s history, countries, geography, traditions, food, music, and daily life. Students also practice numbers, simple math, and read an illustrated beginner-level book.

The curriculum is ready — it just needs someone to teach it. Create a teacher account & teach this class →

Already taught in CT

This 10-class immersion program is designed for students who understand the target language and can participate in basic conversations. Each three-hour class is conducted primarily in the target language. Students strengthen speaking, listening, reading, and writing skills through discussions, role-play, cultural projects, math activities, and a short book study. The program explores the history of the language, countries where it is spoken, geography, traditions, literature, food, art, and important historical events.

Teachers already run this — you can teach it too, with your own scope. Create a teacher account & teach this class →

This 10-class immersion program is designed for students who speak and read comfortably in the target language. All instruction, discussion, reading, and project work are conducted in the target language. Students expand academic vocabulary, strengthen reading and writing skills, study literature, explore cultural and historical topics, and participate in structured discussions. The program also includes advanced math and logic activities, independent research, and an age-appropriate book study.

The curriculum is ready — it just needs someone to teach it. Create a teacher account & teach this class →

Teacher based in Norwalk, CT

This 10-class immersion program is designed for students who understand the target language and can participate in basic conversations. Each three-hour class is conducted primarily in the target language. Students strengthen speaking, listening, reading, and writing skills through discussions, role-play, cultural projects, math activities, and a short book study. The program explores the history of the language, countries where it is spoken, geography, traditions, literature, food, art, and important historical events.

Approved and waiting on a venue. Have space? Host it →

This 10-class immersion program is designed for students who speak and read comfortably in the target language. All instruction, discussion, reading, and project work are conducted in the target language. Students expand academic vocabulary, strengthen reading and writing skills, study literature, explore cultural and historical topics, and participate in structured discussions. The program also includes advanced math and logic activities, independent research, and an age-appropriate book study.

Approved and waiting on a venue. Have space? Host it →

Extra topics (such as combinatorics, elementary number theory, etc.) Focus on Mathcounts & AMC 8 / AMC 10 questions

Approved and waiting on a venue. Have space? Host it →

Already taught in CT

Program description Challenge Math is designed for students who demonstrate exceptional grade-level achievement, advanced cognitive readiness, and the ability to process new mathematical concepts at an accelerated pace. Some students master grade-level mathematics quickly and need greater depth, complexity, and intellectual challenge than a traditional grade-level curriculum provides. This program places qualified students with similarly prepared peers and uses Beast Academy and Art of Problem Solving materials to develop advanced mathematical reasoning. Instruction goes beyond routine calculation and repetitive practice. Students investigate patterns, compare multiple solution strategies, solve unfamiliar multistep problems, explain their reasoning, and develop the persistence required for challenging mathematics. The program emphasizes: Advanced problem solving Mathematical reasoning Conceptual depth Flexible solution strategies Logical thinking Clear written explanations Nonroutine and competition-style problems Mathematical independence Accuracy and organized work Productive struggle and persistence Challenge Math is a selective placement program. Admission is based on both academic achievement and cognitive-ability testing. Placement requirements Students must complete or submit results from two assessments: A nationally normed grade-level achievement test The CogAT or another approved cognitive-abilities assessment Step 1: Grade-level achievement test Parents may submit a recent score from a nationally normed assessment administered through the student’s school, including: MAP Growth Iowa Assessments Another approved nationally normed grade-level assessment Students who do not have an eligible school-administered score may complete testing through one of EduPatch’s approved testing centers. The score must be reported as a national percentile ranking, not simply as the percentage of questions answered correctly. Step 2: CogAT Students who score at or above the 95th national percentile on the grade-level achievement assessment may proceed to CogAT testing. The CogAT evaluates areas of cognitive reasoning that help determine whether a student is prepared for the accelerated pace, abstraction, and complexity of Challenge Math. Challenge Math qualification To qualify, a student must score: 95th national percentile or higher on an approved grade-level achievement test; and 98th national percentile or higher on the CogAT or another approved cognitive-abilities assessment Students must meet both requirements. Students who do not meet the qualification criteria will not be placed in Challenge Math. They may be referred to another EduPatch mathematics program when an appropriate option is available. Additional placement review Test scores establish eligibility but do not guarantee final placement. The teacher may also review: Previous mathematical coursework Student work samples Mathematical reasoning Accuracy and organization Ability to explain solutions Independent work habits Ability to remain focused during instruction Performance during the initial classes The teacher may adjust a student’s level or recommend a different program when Challenge Math does not appear to be an appropriate instructional fit. Testing centers Students may use qualifying results from their school or complete testing through an approved testing provider. Approved testing centers: TBD

Teachers already run this — you can teach it too, with your own scope. Create a teacher account & teach this class →

Enrolling in New Canaan, CT

Abacus Mental Math: Level 1 – Part 2 continues the skills developed in Part 1 and helps students become more fluent with Soroban calculation and mental abacus techniques. Students expand their use of 5-exchange strategies, working with more complex addition and subtraction combinations including ±2, ±3, and ±4. They also increase their use of mental visualization, listening calculations, multi-step problems, timed practice, and accuracy exercises. The goal is to gradually reduce dependence on the physical abacus by strengthening the student's ability to visualize bead movements mentally.

Sign in to enrol your child → · new here? create a parent account

Enrolling in New Canaan, CT

Abacus Mental Math: Level 1 – Part 1 introduces students to the Japanese Soroban abacus and teaches them to use it as a visual tool for understanding numbers and developing fast, accurate mental calculation. Students learn how the abacus represents numbers, proper finger technique, place value, direct addition and subtraction, and the first 5-exchange strategies. As students become more comfortable with the physical abacus, they begin developing mental abacus skills, learning to visualize bead movements and solve simple calculations without physically moving the beads.

Sign in to enrol your child → · new here? create a parent account

Teacher based in New Canaan, CT

Program description Challenge Math is designed for students who demonstrate exceptional grade-level achievement, advanced cognitive readiness, and the ability to process new mathematical concepts at an accelerated pace. Some students master grade-level mathematics quickly and need greater depth, complexity, and intellectual challenge than a traditional grade-level curriculum provides. This program places qualified students with similarly prepared peers and uses Beast Academy and Art of Problem Solving materials to develop advanced mathematical reasoning. Instruction goes beyond routine calculation and repetitive practice. Students investigate patterns, compare multiple solution strategies, solve unfamiliar multistep problems, explain their reasoning, and develop the persistence required for challenging mathematics. The program emphasizes: Advanced problem solving Mathematical reasoning Conceptual depth Flexible solution strategies Logical thinking Clear written explanations Nonroutine and competition-style problems Mathematical independence Accuracy and organized work Productive struggle and persistence Challenge Math is a selective placement program. Admission is based on both academic achievement and cognitive-ability testing. Placement requirements Students must complete or submit results from two assessments: A nationally normed grade-level achievement test The CogAT or another approved cognitive-abilities assessment Step 1: Grade-level achievement test Parents may submit a recent score from a nationally normed assessment administered through the student’s school, including: MAP Growth Iowa Assessments Another approved nationally normed grade-level assessment Students who do not have an eligible school-administered score may complete testing through one of EduPatch’s approved testing centers. The score must be reported as a national percentile ranking, not simply as the percentage of questions answered correctly. Step 2: CogAT Students who score at or above the 95th national percentile on the grade-level achievement assessment may proceed to CogAT testing. The CogAT evaluates areas of cognitive reasoning that help determine whether a student is prepared for the accelerated pace, abstraction, and complexity of Challenge Math. Challenge Math qualification To qualify, a student must score: 95th national percentile or higher on an approved grade-level achievement test; and 98th national percentile or higher on the CogAT or another approved cognitive-abilities assessment Students must meet both requirements. Students who do not meet the qualification criteria will not be placed in Challenge Math. They may be referred to another EduPatch mathematics program when an appropriate option is available. Additional placement review Test scores establish eligibility but do not guarantee final placement. The teacher may also review: Previous mathematical coursework Student work samples Mathematical reasoning Accuracy and organization Ability to explain solutions Independent work habits Ability to remain focused during instruction Performance during the initial classes The teacher may adjust a student’s level or recommend a different program when Challenge Math does not appear to be an appropriate instructional fit. Testing centers Students may use qualifying results from their school or complete testing through an approved testing provider. Approved testing centers: TBD

Approved and waiting on a venue. Have space? Host it →

Teacher based in New Canaan, CT

is a hands-on STEM program that uses baseball and softball to explore physics, engineering, technology, and entrepreneurship. Students begin by learning the rules, positions, strategy, and vocabulary of the games. They then investigate the physics behind pitching, ball flight, spin, batting, and bat-ball collisions. Topics include motion, force, energy, momentum, torque, center of mass, moment of inertia, aerodynamics, the Magnus effect, vibrations, and materials science. Students will examine how bats are constructed and investigate how length, weight, mass distribution, materials, balance, and the sweet-spot region affect performance. The program culminates in the Better Bat Challenge. Students design their own baseball or softball bat and use physics and AI tools to develop the concept. They create technical specifications, select materials, plan how the bat could be manufactured and tested, estimate production costs, investigate patents and prior art, and prepare an investor-style presentation to pitch their invention.

Approved and waiting on a venue. Have space? Host it →

Enrolling in New Canaan, CT

Program Description Logic Lab teaches students how to approach unfamiliar problems calmly, organize information, recognize patterns, question assumptions, and explain their reasoning. Students will work with logic grids, visual puzzles, patterns, riddles, rebus puzzles, deduction challenges, and real-life critical-thinking situations. The puzzles will gradually progress from easy observation activities to challenging problems that require several connected steps. The objective is not simply to find the correct answer. Students will learn to explain how they reached an answer, identify which clues support their conclusion, recognize mistakes, and try a different strategy when their first approach does not work. Learning Objectives By the end of the program, students should be able to: • Separate facts and clues from assumptions. • Recognize patterns and relationships. • Organize information using lists, diagrams, and logic grids. • Use elimination instead of guessing. • Follow several connected clues. • Recognize contradictions and impossible answers. • Consider more than one possible explanation. • Evaluate whether a conclusion is supported by evidence. • Explain a solution clearly and logically. • Work collaboratively while allowing others time to think.

Sign in to enrol your child → · new here? create a parent account